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Intelligence Reframed: Multiple Intelligences for the 21st Century
Harvard psychologist Howard Gardner has been acclaimed as the most influential educational theorist since John Dewey. His ideas about intelligence and creativity - explicated in such bestselling books as Frames of Mind and Multiple Intelligences (over 200,000 copies in print combined) - have revolutionized our thinking. In his groundbreaking 1983 book Frames of Mind , Howard Gardner first introduced the theory of multiple intelligences, which posits that intelligence is more than a single property of the human mind. That theory has become widely accepted as one of the seminal ideas of the twentieth century and continues to attract attention all over the world. Now in Intelligence Reframed , Gardner provides a much-needed report on the theory, its evolution and revisions. He offers practical guidance on the educational uses of the theory and responds to the critiques leveled against him. He also introduces two new intelligences (existential intelligence and naturalist intelligence) and argues that the concept of intelligence should be broadened, but not so absurdly that it includes every human virtue and value. Ultimately, argues Gardner, possessing a basic set of seven or eight intelligences is not only a unique trademark of the human species, but also perhaps even a working definition of the species. Gardner also offers provocative ideas about creativity, leadership, and moral excellence, and speculates about the relationship between multiple intelligences and the world of work in the future.
304 pages, Paperback
First published January 1, 1999
58 people are currently reading
810 people want to read
About the author
Howard Gardner
140 books661 followersHoward Gardner is the John H. and Elisabeth A. Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education. He also holds positions as Adjunct Professor of Psychology at Harvard University and Senior Director of Harvard Project Zero. Among numerous honors, Gardner received a MacArthur Prize Fellowship in 1981. He has received honorary degrees from 26 colleges and universities, including institutions in Bulgaria, Chile, Greece, Ireland, Israel, Italy, and South Korea. In 2005 and again in 2008, he was selected by Foreign Policy and Prospect magazines as one of the 100 most influential public intellectuals in the world. The author of 25 books translated into 28 languages, and several hundred articles, Gardner is best known in educational circles for his theory of multiple intelligences, a critique of the notion that there exists but a single human intelligence that can be adequately assessed by standard psychometric instruments.
During the past two decades, Gardner and colleagues at Project Zero have been involved in the design of performance-based assessments; education for understanding; the use of multiple intelligences to achieve more personalized curriculum, instruction, and pedagogy; and the quality of interdisciplinary efforts in education. Since the middle 1990s, in collaboration with psychologist Mihaly Csikszentmihalyi and William Damon, Gardner has directed the GoodWork Project-- a study of work that is excellent, engaging, and ethical. More recently, with long time Project Zero colleagues Lynn Barendsen and Wendy Fischman, he has conducted reflection sessions designed to enhance the understanding and incidence of good work among young people. With Carrie James and other colleagues at Project Zero, he is also investigating the nature of trust in contemporary society and ethical dimensions entailed in the use of the new digital media. Among new research undertakings are a study of effective collaboration among non-profit institutions in education and a study of conceptions of quality, nationally and internationally, in the contemporary era. In 2008 he delivered a set of three lectures at New York's Museum of Modern Art on the topic "The True, The Beautiful, and The Good: econsiderations in a post-modern, digital era."
from http://www.howardgardner.com/bio/bio....
During the past two decades, Gardner and colleagues at Project Zero have been involved in the design of performance-based assessments; education for understanding; the use of multiple intelligences to achieve more personalized curriculum, instruction, and pedagogy; and the quality of interdisciplinary efforts in education. Since the middle 1990s, in collaboration with psychologist Mihaly Csikszentmihalyi and William Damon, Gardner has directed the GoodWork Project-- a study of work that is excellent, engaging, and ethical. More recently, with long time Project Zero colleagues Lynn Barendsen and Wendy Fischman, he has conducted reflection sessions designed to enhance the understanding and incidence of good work among young people. With Carrie James and other colleagues at Project Zero, he is also investigating the nature of trust in contemporary society and ethical dimensions entailed in the use of the new digital media. Among new research undertakings are a study of effective collaboration among non-profit institutions in education and a study of conceptions of quality, nationally and internationally, in the contemporary era. In 2008 he delivered a set of three lectures at New York's Museum of Modern Art on the topic "The True, The Beautiful, and The Good: econsiderations in a post-modern, digital era."
from http://www.howardgardner.com/bio/bio....
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April 8, 2012
Howard Gardner grew up in New York (he is about the same age as me). He did well in school and like many who do well in school, he stayed in school, eventually going to Harvard University, where he continued to do well. In those days smart people become doctors and lawyers, really smart people studied particle physics or molecular biology or developmental psychology – the mind.
He was intereste in learning how human cognition developed in children and worked at Project Zero at the Harvard Graduate School of Education. This was his laboratory, just as a scientist has a lab. Many important scholars lecture at Harvard and in 1969 Gardner learned from the leading neuroscientist of the time about a study of people affected by strokes or other kinds of brain damage. Soon Gardner was working at a second laboratory, studying human problem-solving capacities in brain damaged patients.
For 20 years Gardner’s day was divided into two parts. In the morning he researched at the clinic with brain damaged patients and in the afternoon he researched at Project Zero with exceptional children. Gradually he came to realize that people have a wide range of capacities and that these abilities are uneven – some people are good at learning a foreign language but cannot find their way easily in a new environment. And some patients with brain damage have impaired speech but are able to sing or play a musical instrument.
From both groups, the children and the brain damaged patients, Gardner was learning that the human mind is like a series of relatively separate faculties rather than one all-purpose brain machine.
The ‘one-kind of intelligence’ theory, known as IQ (intelligence quotient) came about in a curious way. In the early 1900’s Alfred Binet, a French psychologist, developed a test to help the French Ministry of Education make predictions about which children were at risk of school failure. Paris, at the time, was a fast growing city and had many new immigrant children flooding the schools.
Binet’s test was a series of questions that discriminated between those that would do well in school and those that wouldn’t. The questions measured mainly verbal items and numerical and logical items and was administered one-on-one.
The test was soon being used in the U.S. in the 1920’s and 1930’s but on a large scale as a paper and pencil test, for example by the U.S. army, to help decide which recruits would do well at officer training school while the rest would be foot soldiers. IQ testing became the only way to look at intelligence, that is, until Gardner introduced the idea of multiple intelligences.
(IQ is the ratio of one’s mental age to one’s chronological age)
Today the SAT (Scholastic Aptitude Test) measures verbal and math scores to predict success at post secondary level.
How we define problems determines how we test for intelligence. Solving problems and fashioning products that are valued in cultural settings is a broader way to look at intelligence.
Gardner and colleagues examined normal and exceptional children (child prodigies, idiot savants, autistic children) and brain damaged individuals (whose discrete abilities emerged or survived stroke or physical head trauma); this is evidence of discrete intelligences.
He was intereste in learning how human cognition developed in children and worked at Project Zero at the Harvard Graduate School of Education. This was his laboratory, just as a scientist has a lab. Many important scholars lecture at Harvard and in 1969 Gardner learned from the leading neuroscientist of the time about a study of people affected by strokes or other kinds of brain damage. Soon Gardner was working at a second laboratory, studying human problem-solving capacities in brain damaged patients.
For 20 years Gardner’s day was divided into two parts. In the morning he researched at the clinic with brain damaged patients and in the afternoon he researched at Project Zero with exceptional children. Gradually he came to realize that people have a wide range of capacities and that these abilities are uneven – some people are good at learning a foreign language but cannot find their way easily in a new environment. And some patients with brain damage have impaired speech but are able to sing or play a musical instrument.
From both groups, the children and the brain damaged patients, Gardner was learning that the human mind is like a series of relatively separate faculties rather than one all-purpose brain machine.
The ‘one-kind of intelligence’ theory, known as IQ (intelligence quotient) came about in a curious way. In the early 1900’s Alfred Binet, a French psychologist, developed a test to help the French Ministry of Education make predictions about which children were at risk of school failure. Paris, at the time, was a fast growing city and had many new immigrant children flooding the schools.
Binet’s test was a series of questions that discriminated between those that would do well in school and those that wouldn’t. The questions measured mainly verbal items and numerical and logical items and was administered one-on-one.
The test was soon being used in the U.S. in the 1920’s and 1930’s but on a large scale as a paper and pencil test, for example by the U.S. army, to help decide which recruits would do well at officer training school while the rest would be foot soldiers. IQ testing became the only way to look at intelligence, that is, until Gardner introduced the idea of multiple intelligences.
(IQ is the ratio of one’s mental age to one’s chronological age)
Today the SAT (Scholastic Aptitude Test) measures verbal and math scores to predict success at post secondary level.
How we define problems determines how we test for intelligence. Solving problems and fashioning products that are valued in cultural settings is a broader way to look at intelligence.
Gardner and colleagues examined normal and exceptional children (child prodigies, idiot savants, autistic children) and brain damaged individuals (whose discrete abilities emerged or survived stroke or physical head trauma); this is evidence of discrete intelligences.
September 29, 2015
Up until 1983, scientists believed people could only be one kind of “smart.” They gave simple paper-and-pencil tests to determine someone’s mental capabilities. However, Howard Gardner, discovered the human brain has the capacity to possess not one, but seven different types of intelligences. He released his findings in a book called Frames of Mind: The Theory of Multiple Intelligences. His theory forever changed the field of neuropsychology. Sixteen years later, Gardner released his second book Intelligence Reframed: Multiple Intelligences for the 21st Century. The book serves as an update on how Gardner’s theory has affected modern day neuropsychology and society. He starts off the book by giving readers a background on the history of intelligence and reiterates his theory of multiple intelligences. He also introduces several new intelligences, as well as debate their legitimacy. The majority of the book, however, is dedicated to addressing questions and concerns about multiple intelligence, as well as discussing its impact on the world.
Society as a whole has become more fascinated with the inner workings of the brain--I am no exception. Because of my natural curiosity, the title of Gardner’s book quickly caught my attention. I expected to learn about a groundbreaking new theory on intelligence. When I started reading, however, I was instead presented with the effects new theories have on the world. It posed several different questions I never would have thought to ponder. While I wish he would have gone into more detail on each of the intelligences, I gained a lot of new information on a topic previously foreign to me.
This book is not for the mentally faint of heart. It requires a fair amount of critical thinking to decipher Gardner’s words. This book was written for a scholarly audience, though any person curious about multiple intelligences would find this book intriguing. I would highly recommend this book to anyone who works in education, as they would benefit from understanding the real world applications of multiple intelligences.
Society as a whole has become more fascinated with the inner workings of the brain--I am no exception. Because of my natural curiosity, the title of Gardner’s book quickly caught my attention. I expected to learn about a groundbreaking new theory on intelligence. When I started reading, however, I was instead presented with the effects new theories have on the world. It posed several different questions I never would have thought to ponder. While I wish he would have gone into more detail on each of the intelligences, I gained a lot of new information on a topic previously foreign to me.
This book is not for the mentally faint of heart. It requires a fair amount of critical thinking to decipher Gardner’s words. This book was written for a scholarly audience, though any person curious about multiple intelligences would find this book intriguing. I would highly recommend this book to anyone who works in education, as they would benefit from understanding the real world applications of multiple intelligences.
May 3, 2012
This book was not an easy read, in fact, early on I was wondering whether to finish it. I'm glad that I persisted and finished it because, although the author tries hard not to force his opinions on us, it does turn out that he has an opinion. He just wants us to keep going beyond his ideas and find our own applications. He is also very clear that intelligence and morality should not be confounded. Intelligence can be used for moral or immoral purposes. The intelligence is indifferent to how it is applied. That alone makes the book worth reading. There are a few things from the book that are worth mentioning.
"But wisdom is not a predictable feature of aging; many old people do not show particular range in reaching their judgements, and certainly some young people are wise beyond their years. The historian George Kennan and the philosopher Isaiah Berlin did not suddenly become wise when they entered their eighth or ninth decade, and fortunately for them and us, their skill at synthesizing did not decline noticeably with age." (Page 133)
"A crucial point about wisdom is its modesty, its humility. Neither intelligence nor creativity nor leadership reserveds a place for silence, for quite, for resignation. ... The wise person knows when to say nothing, and when to step down and make room for someone else. The wise adult knows about the fraility of humanity and the difficulty of bringing about enduring changes." (Page 134)
"When someone hears or observes the responses of others, particularly those at a higher stage, their own thinking may become more complex and rich." (Page 189) This reminded me of Flow which emphasizes the importance of increasing levels of complexity for happiness.
And why is the author so modest about forcing his views on us: "Unfortunately, we don't know a lot about the personal intelligences." (Page 201) Ultimately, we all have a lot to learn, and this book emphasizes that the quick application of Multiple Intelligence theory is liable to be a misapplication. Gardner advocates avoiding simplistic application of what we only vaguely understand, and striving for a deeper understanding.
"But wisdom is not a predictable feature of aging; many old people do not show particular range in reaching their judgements, and certainly some young people are wise beyond their years. The historian George Kennan and the philosopher Isaiah Berlin did not suddenly become wise when they entered their eighth or ninth decade, and fortunately for them and us, their skill at synthesizing did not decline noticeably with age." (Page 133)
"A crucial point about wisdom is its modesty, its humility. Neither intelligence nor creativity nor leadership reserveds a place for silence, for quite, for resignation. ... The wise person knows when to say nothing, and when to step down and make room for someone else. The wise adult knows about the fraility of humanity and the difficulty of bringing about enduring changes." (Page 134)
"When someone hears or observes the responses of others, particularly those at a higher stage, their own thinking may become more complex and rich." (Page 189) This reminded me of Flow which emphasizes the importance of increasing levels of complexity for happiness.
And why is the author so modest about forcing his views on us: "Unfortunately, we don't know a lot about the personal intelligences." (Page 201) Ultimately, we all have a lot to learn, and this book emphasizes that the quick application of Multiple Intelligence theory is liable to be a misapplication. Gardner advocates avoiding simplistic application of what we only vaguely understand, and striving for a deeper understanding.
February 9, 2023
Whet my appetite for reading Gardner's more substantial works, but this is ultimately a pretty unsatisfying book. We're largely presented with the conclusions of the theory of multiple intelligences without getting around to explaining properly how they were arrived at. What we're left with is a book that really does just amount to an advertisement for future books. Fortunately, I am (at least partially) buying what Gardner is selling, so this book served its purpose, but someone without the same background as me, someone not already predisposed to giving Gardner's somewhat unorthodox ideas a fair hearing, likely would be unconvinced.
December 2, 2021
Only half of the book Intelligence Reframed: Multiple Intelligences for the 21st Century is dedicated directly to exploring the theory of multiple intelligences with its nuances, the rest of the book is about miscellaneous topics. As with my previous instances of reading Howard Gardner’s books, it didn’t impress me with depth or quality of thinking. The book is outdated and is not a good source of up-to-date information.
While the multiple intelligences theory is a significant advancement towards a multilineal view of human development, it lacks a distinctively developmental view. Gardner fails to mention any stages of development of a particular intelligence, even though he is well aware of the works of such developmentalists as Jean Piaget and Lawrence Kohlberg. Gardner’s view of multiple intelligences in this book seems to be undevelopmental—both in terms of child development (no discussion of stages) and in terms of adult development (no discussion of how multiple intelligences evolve in adults). It’s a major disappointment, given what we know about development thanks to child & adult development theories.
To conclude: The book wouldn’t significantly deepen your understanding of multiple intelligences, it is not an example of a breakthrough high-quality thinking, for many of Gardner’s arguments seem to be arbitrary or ill-informed (as with his reasoning of why one cannot speak of such thing as moral intelligence—really, he is willing to endorse musical intelligence while denying moral intelligence or emotional intelligence based on dubious reasoning). The book is a series of “educated guesses” rather than a serious groundbreaking treatise (although I must say I did like the first half of the book . . . Gardner’s intuition that development shouldn’t be reduced to a single factor is most definitely true).
There are obvious developmental limitations of the book itself. In the presentation of this book multiple intelligences are portrayed in a very pluralistic-stage oriented way (if I am to refer to a stage distinguished in Ken Wilber’s famous developmental model as well in many other developmental frameworks such as Ego Development Theory and Spiral Dynamics). I believe Ken Wilber’s discussion of developmental lines (or developmental streams), each of which unfolding in stages, is much more powerful, has more clarity and granularity—and is more true to how human beings actually grow and develop. See his book Integral Psychology—it is much better to invest time in reading and studying it instead of Gardner’s work.
While the multiple intelligences theory is a significant advancement towards a multilineal view of human development, it lacks a distinctively developmental view. Gardner fails to mention any stages of development of a particular intelligence, even though he is well aware of the works of such developmentalists as Jean Piaget and Lawrence Kohlberg. Gardner’s view of multiple intelligences in this book seems to be undevelopmental—both in terms of child development (no discussion of stages) and in terms of adult development (no discussion of how multiple intelligences evolve in adults). It’s a major disappointment, given what we know about development thanks to child & adult development theories.
To conclude: The book wouldn’t significantly deepen your understanding of multiple intelligences, it is not an example of a breakthrough high-quality thinking, for many of Gardner’s arguments seem to be arbitrary or ill-informed (as with his reasoning of why one cannot speak of such thing as moral intelligence—really, he is willing to endorse musical intelligence while denying moral intelligence or emotional intelligence based on dubious reasoning). The book is a series of “educated guesses” rather than a serious groundbreaking treatise (although I must say I did like the first half of the book . . . Gardner’s intuition that development shouldn’t be reduced to a single factor is most definitely true).
There are obvious developmental limitations of the book itself. In the presentation of this book multiple intelligences are portrayed in a very pluralistic-stage oriented way (if I am to refer to a stage distinguished in Ken Wilber’s famous developmental model as well in many other developmental frameworks such as Ego Development Theory and Spiral Dynamics). I believe Ken Wilber’s discussion of developmental lines (or developmental streams), each of which unfolding in stages, is much more powerful, has more clarity and granularity—and is more true to how human beings actually grow and develop. See his book Integral Psychology—it is much better to invest time in reading and studying it instead of Gardner’s work.
August 25, 2017
Intelligence Reframed is (to me) about the ways people have of solving problems, not so much about how intelligent different people are. I used it in my work to provide examples of different marketing methodologies to different audiences. It's a worthy read, not a deeply technical one (pop science, maybe?) and quick, more a primer to determine one's interest in the field. Definitely enjoyable.
June 13, 2013
Some thought-provoking points and recommendations, many of which may be completely impractical. Overtly self-laudatory and lacking in meaningful new insight or valid argument.
September 3, 2022
The idea of Multiple Intelligences has been one of the twentieth century's most influential and controversial theories in cognitive psychology. Before introducing such an idea, almost everyone including teachers, parents, students, and even psychologists and other scientists like biologists and anthropologists thought there was only one type of intelligence that could be measured by IQ tests. Professor Gardner, who is a Harvard professor and researcher, shows that we as animals and human beings can have a wide range of intelligence. Unlike what most psychometricians believe, IQ tests could only show one or two parts of our intelligence which are mathematical and linguistics. Interestingly, one must be relatively well in those areas in order to have success in school. In fact, the importance of IQ is when a child faces issues in learning. In his book, Gardner explains why we should provide opportunities for children to grow abilities in multiple areas. I personally think the book was very informative and well written but the last two chapters were a bit vague and the author repeated some of the concepts much more than needed.
December 13, 2019
No two people are the same.
Have you ever thought, “What makes me so special from my friends?”
Exploring into Howard Gardener, “Intelligence Reframed”, anyone will get an understanding that an array of intelligence factors are in play to make an individual standout. I usually thought of “Intelligence” as a term similar to the dictionary definition and never put any effort into researching it. But in this book, exploration of the word through the lines of how it had been used, what makes the meaning relevant from what had been thought amongst scientists and through bifurcations & examples, have to lead to discovering an answer for “What Intelligence meant to Human’s?”. In contrast, the author also gives recommendations and often solutions to problems that have become evident in the current age. In an overall sense, anyone who is interested in deciphering the meaning of “Intelligence” should just pick the book up.
Have you ever thought, “What makes me so special from my friends?”
Exploring into Howard Gardener, “Intelligence Reframed”, anyone will get an understanding that an array of intelligence factors are in play to make an individual standout. I usually thought of “Intelligence” as a term similar to the dictionary definition and never put any effort into researching it. But in this book, exploration of the word through the lines of how it had been used, what makes the meaning relevant from what had been thought amongst scientists and through bifurcations & examples, have to lead to discovering an answer for “What Intelligence meant to Human’s?”. In contrast, the author also gives recommendations and often solutions to problems that have become evident in the current age. In an overall sense, anyone who is interested in deciphering the meaning of “Intelligence” should just pick the book up.
April 21, 2023
The provocative and incisive book "Intelligence Reframed" by Howard Gardner challenges the conventional idea of intelligence as a single, unchanging phenomenon. Gardner explains his hypothesis of multiple intelligences, which contends that various intelligences exist and are distinct from one another. He offers useful applications for educators and parents as well as strong data from disciplines like neurology, psychology, and anthropology to support his idea. Because of Gardner's interesting and simple language, a variety of readers will find this book to be useful. For those who are interested in learning more about the nature of intelligence, "Intelligence Reframed" is a worthwhile addition to the fields of psychology and education.
October 31, 2020
Me ha resultado muy interesante la aplicación práctica que propone a nivel educativo de las inteligencias múltiples (visión con la que además coincido) y los diferentes análisis que realiza sobre ellas a través de la reflexión y revisión.
December 19, 2020
El libro que me hizo retomar la lectura después de un gran bloqueo, todo mundo deberíamos de comprender que somos diferentes e inteligentes en diferentes áreas, aunque bueno hay personas que de verdad son imbéciles pero en fin ese es otro tema.
Excelente tema, magnifico libro.
Excelente tema, magnifico libro.
June 29, 2021
Starts off well, but he loses steam in the middle and begins repeating himself a lot. The idea is worth considering, especially as an educator, but he wanders and loses sight of the potential the core idea has for pedagogical practice
August 11, 2021
I really enjoyed his reflections on how MI has grown over the years v. other people's interpretations.
Read
August 5, 2008Jotting down key ideas:
Expand the notion of intelligence. Don't distinguish between intelligence and talent (say, musical talent). It's either all intelligences or all talents.
On the other hand, (and I like this!) do not conflate intelligence with other desirable human qualities, e.g. morality, creativity, leadership, wisdom. Also do not take intelligence to be a value judgement. Hitler had great interpersonal intelligence, but it sure didn't make him a great guy. Cf Emotional Intelligence, which Gardner politely criticises for making this mistake (emotionally intelligent == nice guy, err no, emotionally intelligent could also == subtly manipulative sob)
Criteria for something being an intelligence: [1] potential for isolation by brain damage [2] evolutionary history/plausibility [3] identifiable set of core operations [4] susceptibility to encoding in symbol system [5] developmental history with "end-state" performance [6] has idiot savants and prodigies [7] support from experimental psych tasks (eg. if can walk and chew gum, then maybe walking and chewing gum are separate) [8] support from psychometric findings. Nice and careful.
Seven intelligences plus one: linguistic, logical-mathematical, naturalist [new!], musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal
Lots of people trying to implement MI-based teaching and are sucking at it. No, having kids crawl around isn't developing bodily-kinesthetic. You're missing the point completely (he says all too politely). Idea: teach to all intelligences, show the 8 aspects of the same thing. Goal of education: enable understanding of important issues (I would add, enable understanding of future issues we haven't faced yet)
Expand the notion of intelligence. Don't distinguish between intelligence and talent (say, musical talent). It's either all intelligences or all talents.
On the other hand, (and I like this!) do not conflate intelligence with other desirable human qualities, e.g. morality, creativity, leadership, wisdom. Also do not take intelligence to be a value judgement. Hitler had great interpersonal intelligence, but it sure didn't make him a great guy. Cf Emotional Intelligence, which Gardner politely criticises for making this mistake (emotionally intelligent == nice guy, err no, emotionally intelligent could also == subtly manipulative sob)
Criteria for something being an intelligence: [1] potential for isolation by brain damage [2] evolutionary history/plausibility [3] identifiable set of core operations [4] susceptibility to encoding in symbol system [5] developmental history with "end-state" performance [6] has idiot savants and prodigies [7] support from experimental psych tasks (eg. if can walk and chew gum, then maybe walking and chewing gum are separate) [8] support from psychometric findings. Nice and careful.
Seven intelligences plus one: linguistic, logical-mathematical, naturalist [new!], musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal
Lots of people trying to implement MI-based teaching and are sucking at it. No, having kids crawl around isn't developing bodily-kinesthetic. You're missing the point completely (he says all too politely). Idea: teach to all intelligences, show the 8 aspects of the same thing. Goal of education: enable understanding of important issues (I would add, enable understanding of future issues we haven't faced yet)
March 29, 2016
Mediante el concepto de Inteligencia Múltiple, Gardner desafía la idea de la inteligencia general hasta entonces defendida y su limitado interés en tan solo valorar la habilidad lógico-matemática y lingüística, especialmente en el contexto educativo, olvidando por completo distintas facultades que todas las personas poseen y de las que también se valen para resolver problemas de la vida cotidiana (inteligencia espacial, corporal, musical, naturalista, intra e interpersonal). También se argumentan las razones por las que la espiritualidad no puede ser considerada inteligencia, cuestión que actualmente parece causar polémica en el campo de la investigación dentro de la psicología de la religión, además de resaltar y explicar los mitos surgidos tras la aparición de esta teoría.
Es un "must read" para todo aquel interesado en el estudio de la psicología y las inteligencias. El libro está bien organizado y escrito de forma que se convierte en una lectura fácil y apta para todos.
Es un "must read" para todo aquel interesado en el estudio de la psicología y las inteligencias. El libro está bien organizado y escrito de forma que se convierte en una lectura fácil y apta para todos.
December 13, 2019
No two people are the same.
Have you ever thought, “What makes me so special from my friends?”
Exploring into Howard Gardener, “Intelligence Reframed”, anyone will get an understanding that an array of intelligence factors are in play to make an individual standout. I usually thought of “Intelligence” as a term similar to the dictionary definition and never put any effort into researching it. But in this book, exploration of the word through the lines of how it had been used, what makes the meaning relevant from what had been thought amongst scientists and through bifurcations & examples, have to lead to discovering an answer for “What Intelligence meant to Human’s?”. In contrast, the author also gives recommendations and often solutions to problems that have become evident in the current age. In an overall sense, anyone who is interested in deciphering the meaning of “Intelligence” should just pick the book up.
Have you ever thought, “What makes me so special from my friends?”
Exploring into Howard Gardener, “Intelligence Reframed”, anyone will get an understanding that an array of intelligence factors are in play to make an individual standout. I usually thought of “Intelligence” as a term similar to the dictionary definition and never put any effort into researching it. But in this book, exploration of the word through the lines of how it had been used, what makes the meaning relevant from what had been thought amongst scientists and through bifurcations & examples, have to lead to discovering an answer for “What Intelligence meant to Human’s?”. In contrast, the author also gives recommendations and often solutions to problems that have become evident in the current age. In an overall sense, anyone who is interested in deciphering the meaning of “Intelligence” should just pick the book up.
Read
November 13, 2009Feeling that traditional IQ tests and other standardized aptitude tests limited what we could term "intelligence", the author sets out to expand our ideas of inherent individual gifts. His list in this book includes linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, naturalist, and existential.
The book doesn't go into specific ways to measure these aptitudes, but rather talks about ways that they can be recognized in a larger context and, when supported, can be used to enable greater understanding in education and perhaps even greater success in the workplace. The audience is clearly academics or others interested in the broader theory, since there isn't a lot of practical application to individuals. He does deal with the pedagogical implications in some detail, which left me grateful for my fairly unconventional education.
The book doesn't go into specific ways to measure these aptitudes, but rather talks about ways that they can be recognized in a larger context and, when supported, can be used to enable greater understanding in education and perhaps even greater success in the workplace. The audience is clearly academics or others interested in the broader theory, since there isn't a lot of practical application to individuals. He does deal with the pedagogical implications in some detail, which left me grateful for my fairly unconventional education.
January 10, 2013
This book on multiple intelligences is intelligent indeed. Gardner not only explains (should really be "re-explains") his theory lucidly and thoroughly, but also does it in a responsible way. What I like most about this book is Gardner's conscience and humility - apart from advocating his theory (which is perfectly justifiable due to the amount of empirical evidence and intuitive logic), he also cautions against misinterpreting or abusing the notion of multiple intelligences, points out the direction for further research, and admits the shortcomings of his own theory. This book is a must-read for all people involved in the field of education, be they teachers, policy-makers or test-setters.
March 11, 2013
Un libro muy interesante acerca de los distintos tipos de inteligencia que posee el ser humano (lingüística, lógico-matemática, corporal-cinestésica, musical, espacial, existencial, naturalista, inter e intrapersonal) y cómo los tradicionales test psicosométricos cuyo resultado es el CI, se han basado únicamente en las dos primeras. También la trayectoria educativa de una persona a lo largo de su vida está basada en las dos primeras, provocando que unos alumnos aprendan muy deprisa y otros no aprendan nada en absoluto. Howard Gardner, profesor de Cognición y Educación en Harvard (¡14 doctorados!) no sólo expone su teoría de las inteligencias múltiples sino que rebate sus críticas más comunes y reseña sus posibles aplicaciones en la escuela e incluso en el futuro.
July 9, 2015
El autor original de la Teoría IM viene a aclarar buenas preguntas en un libro excelente
Un poco más de 30 años de que Howard Gardner hubiera planteado la teoría de las inteligencias múltiples (o teoría IM), y después de que un sinnúmero de libros, talleres, conferencias aparecieran alrededor del tema, Gardner aparece con un libro que relata experiencias, rompe mitos, aclara ideas y genera implicaciones para el ser humano y para la educación. Un excelente libro para entender la teoría IM, y para replantearnos nuestra forma de aprendizaje. Un compendio práctico, lleno de buenos ejemplos que trascienden asuntos de la psicología y genera reflexiones sobre la creatividad, la moralidad, la inteligencia en la empresa, y mucho más. Libro altamente recomendado.
Un poco más de 30 años de que Howard Gardner hubiera planteado la teoría de las inteligencias múltiples (o teoría IM), y después de que un sinnúmero de libros, talleres, conferencias aparecieran alrededor del tema, Gardner aparece con un libro que relata experiencias, rompe mitos, aclara ideas y genera implicaciones para el ser humano y para la educación. Un excelente libro para entender la teoría IM, y para replantearnos nuestra forma de aprendizaje. Un compendio práctico, lleno de buenos ejemplos que trascienden asuntos de la psicología y genera reflexiones sobre la creatividad, la moralidad, la inteligencia en la empresa, y mucho más. Libro altamente recomendado.
January 10, 2008
Howard Gardener's theory is interesting (though I feel biased by his own proficiency with music), though unfortunately limited by his unwillingness to develop tests of intelligence for this theory. There have been some attempts to create new intelligence tests for the theory by other individuals. They tend to be more difficult to grade than the average scantron, and require special training to score. Still, I think that would be more worthwhile than the training required for the No Child Left Behind act, as it would most likely increase awareness of different learning styles in children through additional training. Just my 2 cents though.
June 13, 2013
I was familiar with Gardner's Multiple Intelligences Theory, and it was helpful to get more background and explanation from Gardner himself. Reading this indicated to me how potential messy the project of defining "intelligence" really is, as well as how easily we fall into wanting to measure everything for clear outcomes (thus falling back into the standardized testing mode that Gardner was trying to work around). The most helpful part for me was a quick three pages in which he described approaches from which a teacher could use the different intelligences in the classroom.
October 22, 2016
Escrito como una actualización de la teoría de las inteligencias múltiples a veinte años de su primera postulación. Tiene una introducción a las inteligencias, su definición y los criterios para formar parte de la lista. Explica las 7 inteligencias que se postularon originalmente así como dos más que se pueden tomar en consideración. Un capítulo es una relación de los intentos de incorporar la teoría a la educación. También cuenta con un capítulo que busca corregir las interpretaciones incorrectas más comunes y otro sobre las preguntas más frecuentes a la teoría.
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July 19, 2009Read for a graduate class on learning theories. Had some experience with Gardner in the past, but nothing firsthand. The writing is very approachable and interesting. It clarified my understanding of what multiple intelligences is.
One issue: seems like a retread for Gardner. Haven't read his earlier work, but I feel that it would have been more beneficial to start there because it seems like he's tired of re-explaining himself.
One issue: seems like a retread for Gardner. Haven't read his earlier work, but I feel that it would have been more beneficial to start there because it seems like he's tired of re-explaining himself.
June 20, 2015
Throughly researched and well written book on a complex and detailed topic (psychology/intelligence). Gardner's descriptions of the various types of intelligence, how to recognize them in people, recommendations on how to apply to society and culture, and thoughts on how to foster/evaluate through education is unique and though provoking.
May 29, 2007
There are parts of the book that I felt were a little too intellectual, however, with that being said; I'm now smarter.
Loved this book, it gave me a different look into the all too familiar world of subjectivism; intelligence is.
Loved this book, it gave me a different look into the all too familiar world of subjectivism; intelligence is.
January 26, 2010
While I'm very interested in the subject matter (i.e., how does one define 'intelligence', and how can it be measured) the fact that I'm on Goodreads when I should be reading the book has to tell you something. Very dense stuff...
September 17, 2007
Dear Howard Gardner, I might marry you.
July 16, 2008
evidence and argument for why IQ tests and the SAT are outdated and, nay, even harmful...
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